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Governing Board Approval, May, 2015

ELP STANDARDS IMPLEMENTATION GUIDE

ELL Stage II: Grades 1-2

Mesa Public Schools

1


ELL Stage II: Grades 1-2 ELD Curriculum Implementation Guide

Quarter 1

Language Strand

Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.

The student will demonstrate knowledge of parts of speech by:

ELP Performance Indicator Examples for Support/Clarification Resources/ Methods

Nouns

II-L-1(N):HI-1: selecting articles (a, an, the) for

singular and plural nouns.

a when followed by consonant and singular

an when followed by vowel and singular

the when followed by consonant or vowel and

plural

• Grammar Wall

• Show a picture and students list nouns that they

see, including the appropriate article

• Review the difference between singular and

plural nouns

• Grammar Guide, pages 20, 21, 32

II-L-1(N):HI-2: explaining differences between

common and proper nouns in context (singular and

plural).

• word/picture sort

II-L-1(SC):HI-1: selecting a subject (singular or

plural) to complete a given sentence.

II-L-1(PH/CL):HI-2: using a joined noun phrase in a

complete sentence.

She has a _________ in her hand.

joined noun phrase (noun + coordinating

conjunction + noun)

• Students complete sentences with missing

subjects (provide word bank if needed)

• Students select two classroom objects and use

both of them in a sentence

2


Verbs

II-L-1(V): LI-1: identifying the infinitive form of

physical action, mental action, and state of being (to

be) verbs.

infinitive form- physical action - to jump, to run

infinitive form- mental action - to think, to ponder

infinitive form- state of being - to be (am, is, are)

• Use pictures to elicit a list of physical and mental

verbs from students

• Ensure that students use the infinitive “to”

before stating the physical or mental verb

• Grammar Guide, page 33

II-L-1(Q):HI-1: producing questions using inflection

when produced orally.

inflection- raised pitch at the end of the question • Use interrogative sentences from Verb Tense

Study charts, Function Junction sentences, and

Repeat After Me sentences to have students

read the sentences with appropriate inflection

• Students ask each other questions to practice

inflection

II-L-1(V):HI-2: differentiating between past, present,

present progressive, and future verb tenses.

past - walked

present - walk

present progressive - walking

future - will walk

• Verb Tense Study

• Charades: Students act out a verb and the class

produces sentences for each targeted verb tense

3


II-L-1(V):HI-5: producing declarative, negative, and

interrogative sentences using simple present tense

verbs with subject-verb agreement.

II-L-1(SC):HI-12: producing sentences using subject,

verb, and direct object (noun), with subject-verb

agreement. (S-V-O)

II-L-1(Q):HI-2: producing Yes/No questions in the

simple present tense using “to do.”

Declarative (D): Singular Subject + verb + s +

finisher.

Plural Subject + verb + finisher.

Negative (N): Subject + does/do + not + verb +

finisher.

Interrogative (I): Does/Do + subject + verb +

finisher?

“to do” verbs - do, does

Does the girl walk to school? – simple present tense

using “to do”


• IDEAL website/videos of Verb Tense Study:

https://www.ideal.azed.gov/p/

• Write D, N, I formulas separately on sentence

strips. Put the sentence strips in pocket chart

and have students build sentences right on top

of the formula

• Days 1, 2: Teach D sentences

• Day 3: Teach N sentences

• Day 4: Teach I sentences

• Day 5: Review all sentence types. This will help

students learn the difference between the three.

Present picture and have students produce

sentences in declarative, negative, and

interrogative forms

• Subject cards and direct object (noun) cards:

Students pick one of each and identify a verb of

their choice to complete the sentence.

Example: Student chooses a girl card

‘subject’ and a pencil card ‘direct object/noun’;

A girl writes with a pencil.

• Picture cards: Students produce a yes/no

question for the picture using simple present

tense


interrogative sentences using present progressive

tense verbs with subject-verb agreement.


present progressive tense.

D: Subject + am/is/are + verb(ing) + finisher.

N: Subject + am/is/are + not + verb(ing) + finisher.

I: Am/Is/Are + subject + verb(ing) + finisher?

Is the girl walking to school? – present progressive

tense using “to be”


• Use Mondo, magazines, pictures, MIE picture

cards to produce present progressive tense

sentences

• Picture cards: Students produce a yes/no

question for the picture using present

progressive tense

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interrogative sentences using the past progressive

tense with subject-verb agreement.

D: Subject + was/were + verb(ing) + finisher.

N: Subject + was/were + not + verb(ing) + finisher.

I: Was/were + subject + verb(ing) + finisher?


III-L-1(V):HI-19: producing declarative, negative, and

interrogative sentences using future progressive tense

verbs with subject-verb agreement.

D: Subject + will be + verb(ing) + finisher.

N: Subject + will + not + be + verb(ing) + finisher.

I: Will + subject + be + verb(ing) + finisher?


II-L-1(SC):HI-2, 3: producing declarative, negative

and interrogative sentences using a subject and a

verb, with subject-verb agreement. (S-V)


II-L-1(PH/CL):HI-5: using a joined verb phrase in a

complete sentence. (verb + coordinating conjunction

+ verb, i.e., walks and talks)

Coordinating Conjunctions: for, and, nor, but, or,

yet, so (FANBOYS- acronym) • For each sentence, teacher provides the subject

and students produce two different verbs

(with subject-verb agreement) to complete

each sentence

Pronouns

II-L-1(Pro):HI-1: using personal singular subjective

pronouns (I, you, he, she, it) and plural subjective

pronouns (we, they) in oral communication.

• Students act out the pronoun scenarios by

pointing to others and using correct pronouns


• Students draw pictures of the pronouns

II-L-1(SC):HI-4, 5 & 6: producing all 3 forms of

sentences with S-V-C construction, using a noun,

plural noun or pronoun as the subject, with subject-

verb agreement and an adjective as the complement.

Sam is a happy man. Harry became rich.

Subject- Sam Subject - Harry

Verb- is Verb - became

Complement-a happy man. Complement –rich.

complement – using a linking verb to connect a

subject to a modifier

• Using a story with many characters, complete a

character study with S-V-C sentence

construction

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Adjectives/ Adverbs

II-L-1(ADJ):HI-1: producing a series of adjectives in

the correct order (quantity/opinion/

size/shape/color).

Royal Order of Adjectives: determiner (a, some,

her, those), observation (brave, kind), size (big),

shape (round), age (old), color (blue), origin

(Japanese), material (glass), qualifier (more, less,

very, almost).

i.e. Joe has a big, round, red ball.

i.e. Jill has a darling, new, plastic doll.


• Teacher shows objects and students name as

many adjectives as they can. Then the teacher

records the adjectives and students practice

saying them aloud in correct order.

• Add adjectives to Grammar Wall with students

identifying categories of words (see Royal Order

for categories)

II-L-1(ADJ):HI-3: using sensory/personality

adjectives.

sensory adjectives - describe the five senses

personality adjectives - describe personality traits • Add sensory and personality adjectives to

Grammar Wall

Questions

II-L-1(Q):HI-7, 8 & 9: producing interrogative

sentences beginning with “What,” “Where,” & “Who.”

• Students pair up and practice asking and

answering questions in complete sentences

Standard 2 (Vocabulary): The student will acquire English language vocabulary and use it in relevant contexts.

The student will demonstrate knowledge of vocabulary by:


II-L-2:HI-1: classifying words into conceptual

categories and providing rationale. (math, science,

social studies)

addition – sum, total, in all, altogether

solids – rock, table, pencil

community helpers – officer, firefighter, doctor

• Students sort words into categories and explain

their reasoning

II-L-2:HI-2: identifying the meaning of and using

sight words. (math, science, social studies)

sight words - cannot be sounded out phonetically • Harcourt

• MIE

• Memorization activities

II-L-2:HI-3: identifying the meaning of and using

high frequency words. (math, science, social

studies)

high frequency words – found often in text • Harcourt

• MIE


II-L-2:HI-4: using grade specific academic vocabulary

and symbols within context. (math, science, social

studies)

• Vocabulary Frames

• Marzano’s Six Steps to Effective Vocabulary

Instruction

• Word web (circle map)

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II-L-2:HI-5: applying knowledge of grade-level

vocabulary (including content area words) in text.

(math, science, social studies)



Instruction

• Noun Study

• Concept Map


• HIEP Strategies

• Grammar Wall

II-L-2:HI-6: determining the meaning of compound

words using knowledge of individual words. (math,

science, social studies)

• Sentence frames:

fireman= A man who puts out a _________.

sandbox= A box that has ___________ in it.

• Students draw pictures of the two words that

make the compound word and draw a picture of

the compound word

II-L-2:HI-7: reading contractions.

• Verb Tense Study: negative tense

• Give sentences with two words that are not in

contraction form. Students re-read the

sentences and change the words into the

contraction form and vice versa

II-L-2:HI-8: constructing meaning by applying

knowledge of prefixes.

prefixes - go at the beginning of the word

• Morph House

• Florida Center for Reading Research website:

http://www.fcrr.org/


knowledge of suffixes.

suffixes - go at the end of the word • Morph House



II-L-2:HI-10: associating common abbreviations with

words. (math, science, social studies)

abbreviations - Dr., St., Mr.

• Memory/concentration games

• Flashcards

• Language Warm-Up

II-L-2:HI-11: clarifying word meaning by applying

knowledge of synonyms and antonyms to enhance

vocabulary. (math, science, social studies)

• Morph House

• Vertical Sentence

• Synonym/antonym concentration

• Synonym/antonym bingo

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II-L-2:HI-12: applying knowledge of homophones

within text. (math, science, social studies)

homophones - words that are pronounced the

same as another word but differ in meaning, and

may differ in spelling

• Provide students with two sentences that have

homophones and discuss their different

meanings

II-L-2:HI-13: determine the meaning of a word by

using resources. (math, science, social studies)

• Provide authentic texts and have students use

the story to determine the meanings of

unknown words

• Students use knowledge of parts of speech to

help determine word meaning in context

Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

The student will demonstrate understanding of oral communications by:


Comprehension of Oral Communications

II-LS-1:HI-1: distinguishing between phonemes in

the initial, medial, and final positions of words,

phrases and sentences.


• START

• Phonics book

• Sound Spelling Mapping

• Phonics Lesson Library

II-LS-1:HI-2: summarizing main ideas and

supporting details from read-alouds (fiction and

nonfiction) in complete sentences. (math, science,

social studies)

• Four Picture Story Frame

• Collaborative Story Retell/Text Retell

• Graphic organizers

• High Five Strategy

II-LS-1:HI-3: sequencing a series of events from

read-alouds, presentations, and conversations using

transition words/ phrases in complete sentences.


• Sequence pictures

• 10 Important Sentences/Pictures- ELAD

• Role playing


• Video presentation/movie

II-LS-1:HI-4: summarizing the main idea and key

points/details of a presentation using complete

sentences. (math, science, social studies)


• Sequencing activities


• Think-Pair-Share


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II-LS-1:HI-5: responding to social conversations by

rephrasing and repeating information, asking

questions, and expressing one’s thoughts.

• Function Junction

• Role playing

• Conversation starters

• Class meetings/sharing time

• Big Cheese

II-LS-1:HI-6: following multiple-step directions

which include prepositions.


• Students sit back to back, one partner sees a

finished drawing and directs the second partner

to draw it (switch roles)

• Science experiments: SSRC

• Students follow daily given directions

II-LS-1:HI-7: responding to academic discussions by

sharing one’s view on facts, ideas, and/or events

using academic vocabulary.

• Class discussions using texts, newspaper articles,

Time for Kids, Weekly Readers, etc.

Standard 2: The student will express orally his or her own thinking and ideas.

The student will communicate orally by:


Delivery of Oral Communications

II-LS-2:HI-1: articulating the 44 phonemes

accurately.

• START



II-LS-2:HI-2: independently reciting familiar rhymes,

songs, chants and text with accurate pronunciation,

prosody, voice projection and expression.


• Poems

• Songs

• Chants

• Nursery rhymes

• Class created poems

• Jump rope rhymes


• Harcourt

• MIE

II-LS-2:HI-3: expressing personal/survival needs and

emotions in complete sentences.

• Function Junction: If you were lost at the zoo, how

could you ask someone to help you?

II-LS-2:HI-4: initiating conversations using formal

and informal socio-functional communication in

complete sentences. (e.g., greetings, courtesies,

farewells, apologies, and invitations, etc.).

• Role playing

• Function Junction: If someone gives you a gift,

what would you say?

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II-LS-2:HI-5: asking and responding to academic

questions using complete sentences. (e.g., expressing

probabilities, and hypothetical questions, etc.). (math,


• Create a bank of questions that students can

refer to when asking academic questions

• Use Vocabulary Frames to PUSH!

• Develop hypothesis for Science experiment

• Making predictions

• KWL chart

II-LS-2:HI-6: asking and responding to social

questions using complete sentences.

• This or That

• Role playing

• Big Cheese

• IDEAL website

II-LS-2:HI-7: stating multi-step directions or

commands that the listener can follow. (math,


• Students explain classroom procedures

• Students explain how to make something

• Students explain how to solve a math problem

step-by-step

• Students explain how to conduct an experiment

• Students state directions using a simple map of

community

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ELL Stage II: Grades 1-2

ELD Curriculum Implementation Guide

Quarter 2 Language Strand

Standard 1 (Grammar/Syntax): The student will identify and apply conventions of standard English in his or her communications.



Nouns

II-L-1(N):HI-3: converting a given singular noun into

plural noun, including irregular.

irregular – goose- geese, elf-elves • Students practice adding –s and –es to nouns to

make them plural


Verbs

II-L-1(V):HI-4: using simple present tense irregular

verbs: to be, to have, to do and to go to produce

declarative, negative, and interrogative simple

sentences.

II-L-1(Q):HI-3: producing Yes/No questions beginning

with “to be” and containing a complement in a variety

of verb tenses.

II-L-1(SC):HI-7 & 8: producing declarative & negative

sentences with S-V-C construction with an adjective as

the complement, with subject-verb agreement.

D: The young girl does her homework.

N: The young girl does not do her homework.

I: Does the young girl do her homework?

Is the girl walking to the park?

Was the girl walking to the park?

Will the girl be walking to the park?

D: Sam is a happy man.

N: Sally is not a happy girl.


• Role playing

• Partner conversations- taking turns asking

questions

• Scenarios given by teacher with yes/no

questions


• Mondo


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II-L-1(V):HI-8: using simple past tense irregular verbs:

to be, to have, to do, and to go to produce declarative,

negative, and interrogative simple sentences

(subject-verb agreement).

II-L-1(PH/CL):HI-7: using an infinitive verb phrase to

complete sentence frames.

D: Subject + irregular verb + finisher.

The girl went to the park.

N: Subject + did not + base verb + finisher.

The girl did not go to the park.

I: Did + subject + base verb + finisher?

Did the girl go to the park?

infinitive verb phrase: to go to the store, to play

at the park, to buy a bicycle, etc.

• Role playing

• Partner conversations: taking turns asking

questions

• Scenarios given by teacher

• Mondo/magazine pictures



i.e. This is a _______ and it is used to ______.

• Sentence frames

i.e. I want ________. I like _________.


interrogative sentences using irregular simple past

tense verbs with subject-verb agreement. (see irregular

verbs in ELP appendix)

D: Subject + irregular verb + finisher.

The girl held the puppy.

N: Subject + did not + base verb + finisher.

The girl did not hold the puppy.

I: Did + subject + base verb + finisher?

Did the girl hold the puppy?

• Role playing

• Partner conversations





interrogative sentences using the simple future tense

(will, going to) with subject-verb agreement.


simple future tense.

D: Subject + will + verb + finisher.

N: Subject + will + not + verb + finisher.

I: Will + subject + verb + finisher?

• Role playing

• Partner conversations




• Vertical Sentence Method

II-L-1(V):HI-3 & (SC) HI: 15: using imperative verbs in a

complete sentence.

imperative verb - commanding verb

Chase the dog. Clean your room. • Scenarios given by teacher

• This or That

• Vertical Sentence Method

Pronouns

II-L-1(Pro):HI-2: using singular and plural personal

objective pronouns (me, you, him, her, it, us, them) in

oral communication.


• Props/puppets to act out scenarios and use

pronouns

• Role playing

• Students ask questions without using peers’

names

• Grammar Study

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II-L-1(SC):HI-13: producing sentences using subject,

verb, and object pronoun, with subject-verb agreement.

(S-V-O)

I use it.

I watched him.

She played with them.

• Students choose a verb and object card: use

them in a sentence with a pronoun

• Students orally practice sentences by replacing

the nouns with pronouns

• Sentence frames

II-L-1(PRO):HI-5: using interrogative pronouns (i.e.,

who, what, which).

“Who do you want?”

“What do you want?”

“Which do you want?”

• Big Cheese

• I Have, Who Has

II-L-1(PRO):HI-6: using demonstrative pronouns (i.e.,

this, that).

Demonstrative pronoun + verb + finisher.

“These are the best.”

“That looks good.”

• Point to classroom objects and have students

create sentences using the pronouns to replace

the noun

• T-chart (this, that, these, those): Students list

classroom objects and use appropriate

demonstrative pronouns to describe location

and amount

• Grammar Guide, pages 86-87

Adjectives/ Adverbs

II-L-1(ADJ):HI-5: using demonstrative adjectives (this,

that, these, those) in oral communication.

II-L-1(PH/CL):HI-3: using a demonstrative adjective

and a noun in a complete sentence. (demonstrative

adjective + noun)

demonstrative adjective - modifies a noun to

point out or demonstrate a specific item(s)

Demonstrative adjective + noun + verb + finisher.

“That cookie looks good.”

“Those dogs are cute.”

Use same examples above but now for writing.

• Point to classroom object and have students say

sentences using demonstrative adjectives



demonstrative adjectives to describe location

and amount


• Sentence frames



demonstrative adjectives to describe location

and amount

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II-L-1(ADJ):HI-2: using nouns as modifiers. (e.g., shoe

store, kitchen table, etc.)

II-L-1(PH/CL):HI-1: using noun phrases (including

nouns as modifiers, e.g., kitchen table) in a complete

sentence.

modifier - explains what type of object

which store, which table, etc.

Put the book on the kitchen table.

Color the American flag.

I buy from the ice cream truck.

• Provide students with pictures of different

types of objects and have them use modifiers

to specify which object they are referring to

• Students use toy catalogs to describe specific

toys (doll house, Barbie car, etc.)

• Provide students with pictures of different

types of objects and have them use modifiers

to specify which object they are referencing

• Students use toy catalogs to describe specific

toys (doll house, Barbie car, etc.)

• Students make a list of modifiers and use them

in sentences

• Sentence frames

Prepositions

II-L-1(PREP):HI-1: using prepositions of location. examples - above, against, among, beyond, in

front of, opposite, under, upon • Students follow prepositional directions to

draw a picture

• Using an obstacle course, students act out

prepositions given by the teacher

• Students listen to read-alouds and determine

when prepositions are used

II-L-1(PREP):HI-2: using prepositions of direction.

II-L-1(PH/CL):HI-6 & (SC): HI-9, 10 &11: using a

prepositional phrase in a complete sentence. (e.g., on

the table)

examples - up, down, over

• Students follow prepositional directions to

draw a picture

• Using an obstacle course, students act out

prepositions given by the teacher

• Students listen to read-alouds and determine

when prepositions are used

• Grammar Wall

• Farmer in the Dell: sentence building


Conjunctions

II-L-1(C):HI-1: using coordinating conjunctions but and

for.

• Give students two short sentences and ask

them to combine the two sentences using

coordinating conjunctions

14


Interjections

II-L-1(I):HI-1: using interjections in appropriate

context.

examples - Ahoy!, Go!, Ouch!, Yahoo!, Yuck!, Wow! • Scenarios that warrant the use of interjections


• Students draw pictures illustrating a time when

they would use an interjection

• Students use interjections to expand sentences;

which express strong emotions

• What We Know

Questions

II-L-1(Q):HI-10: producing interrogative sentences

beginning with “When.”

• Students pair up and ask each other questions

beginning with “When”

• Big Cheese






social studies)





their reasoning

II-L-2:HI-2: identifying the meaning of and using sight


sight words - cannot be sounded out

phonetically • Harcourt

• MIE


II-L-2:HI-3: identifying the meaning of and using high

frequency words. (math, science, social studies)


• MIE




studies)



Instruction







Instruction

• Noun Study

• Concept Map


• HIEP Strategies

• Grammar Wall

15









make the compound word and draw a picture

of the compound word




contraction form: Students re-read the






• Morph House












• Flashcards





• Morph House









• Provide students with two sentences with


meanings

II-L-2:HI-13: determine the meaning of a word by using

resources. (math, science, social studies)



unknown words



16







II-LS-1:HI-1: distinguishing between phonemes in the

initial, medial, and final positions of words, phrases and

sentences.


• START

• Phonics book



II-LS-1:HI-2: summarizing main ideas and supporting

details from read-alouds (fiction and nonfiction) in

complete sentences. (math, science, social studies)










• Ten Important Sentences/Pictures- ELAD

• Role playing










• Collaborative Story Retell/Text Retell/ Think-

Pair-Share





• Role playing



• Big Cheese

II-LS-1:HI-6: following multiple-step directions which

include prepositions.



finished drawing and directs the second

partner to draw it (switch roles)

• Science experiments: SSRC materials


17



sharing one’s view on facts, ideas, and/or events using

academic vocabulary.

• Have class discussions using texts, newspaper

articles, Time for Kids, Weekly Readers, etc.





II-LS-2:HI-1: articulating the 44 phonemes accurately.

• START







• Poems

• Songs

• Chants

• Nursery rhymes




• Harcourt

• MIE



• Function Junction:

If you were lost at the zoo, how could you

ask someone to help you?

II-LS-2:HI-4: initiating conversations using formal and

informal socio-functional communication in complete

sentences. (e.g., greetings, courtesies, farewells,

apologies, and invitations, etc.)

• Role playing


If someone gives you a gift, what would you

say?



probabilities, and hypothetical questions, etc.). (math,





• Develop hypothesis


• KWL chart

II-LS-2:HI-6: asking and responding to social questions

using complete sentences.

• This or That

• Role playing

• Big Cheese

• IDEAL website: https://www.ideal.azed.gov/p/

18


II-LS-2:HI-7: stating multi-step directions or commands

that the listener can follow. (math, science, social

studies)




step-by-step



a community

19




Standard 1: The student will identify and apply conventions of standard English in his or her communication.



Nouns

II-L-1(N): HI-4: using singular possessive nouns.

possessive noun - tells us who or what owns or

has something

To make a noun possessive, just add ‘s.

Tom = Tom’s

the doctor = the doctor’s

• Role playing scenarios

• Student holds an object and ask peers to use

possessive nouns to describe ownership

• Scavenger hunt: students use possessive nouns

to tell whom objects belong to

II-L-1(N): HI-5: using plural possessive nouns.

Add an ‘ to a regular noun that ends in s.

teachers = teachers’

If the plural noun does not end in s, add ‘s.

children = children’s

• Role playing scenarios

• Student holds an object and ask peers to use

possessive nouns to describe ownership

Verbs

II-L-1(V): HI-11: producing declarative, negative, and

interrogative sentences using linking verbs of sensation

with subject-verb agreement.

linking verbs - connect a subject to a subject

complement, which identifies or describes the

subject

taste, smell, sounds, and feel

The flower smells sweet.

The cookie tastes delicious.

• Give students pictures and have them list words

to describe it using their five senses


interrogative sentences using linking verbs of being

with subject-verb agreement.

linking verbs – state of being

to act, to seem, to appear, to look

The boy looks tired.

The toddler acts silly.

• Give students pictures and have them list words

to describe state of being

II-L-1(V): HI-14: distinguishing between the auxiliary

(helping) verb and the main verb.

helping verb – a verb that comes before the main

verb to form a verb phrase

to be, to have, to do

The dog is running.

The boy has played.

They do swim.


20



interrogative sentences using modal auxiliaries (will,

can, could, may, might, must, should, would) with

subject-verb agreement.

modals - change the mood of the sentence

D: Subject + modal + verb + finisher.

The storm might cause the power to go out.

N: Subject + modal + not + verb + finisher.

The storm might not cause the power to go out.

I: Modal + subject + verb + finisher?

Might the storm cause the power to go out?

• Grammar Guide, pages 52 and 92

• Give students sentences and have them add the

modal to enhance the sentences

• Sentence Pyramid Building

II-L-1(PH/CL): HI-9: using auxiliary and/or modal

auxiliary verb phrases in a complete sentence. (i.e., “did

go,” “may go,” “will have gone”)

modals - change the mood of the sentence

Subject + modal phrase + verb + finisher.

The storm might have caused the power to go out.

• Grammar Guide, pages 52 and 92

• Give students sentences and have them add the

modal to enhance the sentence

• Sentence Pyramid Building

Pronouns

II-L-1(PRO): HI-3: using singular and plural personal

possessive pronouns (mine, yours, his, hers, its, ours,

theirs) in oral communication.



pronouns

• Role playing

• Students ask questions and teachers PUSH them

to not use peers’ names

• Grammar Study

Adjectives/ Adverbs

II-L-1(ADJ): HI-4: using singular and plural possessive

adjectives (my, your, his, her, its, our, their).



pronouns

• Role playing

• Students ask questions and teachers PUSH them

to not use peers’ names

• Grammar Study

II-L-1(ADV): HI-1 & 2: using "when" (first, then, next,

after, before, finally) and “frequency” adverbs (always,

never, sometimes).

II-L-1(PH/CL): HI-8 & (SC): HI-14: using adverbial

phrases in a complete sentence. (after opening the

door…)

Subject + adverb + verb + finisher.

The moon is orbiting around the Earth.

Subject + verb + adverb + finisher.

The sun will shine tomorrow morning.

Adverb + subject + verb + finisher.

Lately, the clouds have been blocking the sun.

Brush your teeth before going to bed.

Move the water away from the computer.


• Grammar Wall

• Grammar Guide, pages 112, 117, and 138

• Sentence frames

• Teacher asks questions and students have to

answer using adverbs in complete sentences.

• Make a chart to show degrees of frequency:

--always, frequently

--sometimes, rarely

--never

21


II-L-1(PH/CL): HI-4: using a verb phrase in a complete

sentence. (verb + adverb, adverb + verb) (ran quickly,

quickly ran)


He swiftly moves through the water.


He moves swiftly through the water.


• Grammar Wall


II-L-1(ADV): HI-3: using "where" adverbs (i.e., here,

there).


The smart dog ran here when I called his name. • Verb Tense Study

• Grammar Wall


II-L-1(ADV): HI-4: using "how/degree" adverbs

(quickly ran, too cold, very quickly).


The storm completely destroyed the tents.


• Grammar Wall


Prepositions

II-L-1(PREP): HI-3: using prepositions of time. Subject + verb + finisher + prepositional phrase.

A suitcase must be secured on the plane before

take-off.

Prepositional phrase + subject + verb + finisher.

Before take-off, a suitcase must be secured on the

plane.


• Grammar Wall


II-L-1(PREP): HI-4: using prepositions of action and

movement.

prepositions of action and movement - to, from,

off, out of

She jumped out of the plane.

He dove off of the diving board.


• Grammar Wall

• Pictures in magazines

• Mondo

Conjunctions

Not an ELP standard at Stage II: using subordinating

conjunctions because, if, so that.

Clause + subordinating conj. + clause.

Sam likes the ice cream store because they carry

his favorite flavor.

Subordinating conj. + clause, + clause.

Because they carry his favorite flavor, Sam likes

the ice cream store.

• Give students two clauses and have them

combine the clauses with a subordinating

conjunction to form a sentence

Questions

II-L-1(Q): HI-11, 12, & 13: producing interrogative

sentences beginning with “Why,” “How,” & “Which.”

• Pair students up and have them ask each other

questions beginning with “Why,” “How,” and

“Which”

• Big Cheese

22







social studies)





their reasoning





• MIE





• MIE




studies)



Instruction







Instruction

• Noun Study

• Concept Map


• HIEP Strategies

Grammar Wall








make the compound word and draw a picture

of the compound word




contraction form: Students re-read the



23




prefixes - go at the beginning of the word • Morph House












• Flashcards





• Morph House











meanings





unknown words










sentences.


• START

• Phonics book



24














• 10 Important Sentences/Pictures, ELAD

• Role playing















• Role playing



• Big Cheese


include prepositions. (math, science, social studies)


finished drawing and directs the second

partner to draw it (switch roles)

• Science experiments: SSRC materials





• Class discussions using texts, newspaper







• START



25






• Poems

• Songs

• Chants

• Nursery rhymes




• Harcourt

• MIE




If you were lost at the zoo, how could you ask

someone to help you?





• Role playing


If someone gives you a gift, what would you

say?



probabilities, and hypothetical questions, etc.) (math,







• KWL chart



• This or That

• Role playing

• Big Cheese

• IDEAL website:

https://www.ideal.azed.gov/p/



studies)




step-by-step



a community

26




Standard 1: The student will identify and apply conventions of standard English in his or her communication.



Nouns

Review as necessary.

Verbs + (At this point all ELP standards for Verbs in Stage II of the ELP standards have been covered. These are suggested enrichment.)

III-L-1(V): HI-20: producing declarative, negative, and

interrogative sentences using regular present perfect


In order to conjugate a regular verb into the past

participle form, add the suffix “ed” at the end of

the verb.

We use this tense most often to convey an action

that began in the past or has recently ended,

continued to present, or happened in the past at

an unknown time.

D: Subject + has/have + past participle + finisher.

Sam has jumped in the lake.

N: Subject + has/have + not + past participle +

finisher.

Sam has not jumped in the lake.

I: Has/Have + subject + past participle + finisher?

Has Sam jumped in the lake?



• Scenarios

• Pictures

• Role playing

• Vertical Sentences

• Syntax Surgery

27


III-L-1(V): HI-21: producing declarative, negative, and

interrogative sentences using irregular present perfect


Irregular verbs do not conjugate into the past

participle form by adding the suffix “ed” (this is

why they are irregular). Provide students with a

chart of irregular verbs:

Infinitive form Past tense Past Participle

to blow blew blown

to swim swam swum

D: Subject + has/have + past participle (irregular)

+ finisher.

Sam has seen the dog.

N: Subject + has/have + not + past participle

(irregular) + finisher.

Sam has not seen the dog.

I: Has/Have + subject + past participle (irregular)

+ finisher?

Has Sam seen the dog?



• Scenarios

• Pictures

• Role playing


• Syntax Surgery

Not an ELP standard at Stage II: producing declarative,

negative, and interrogative sentences using past perfect

tenses.

We use this tense to show two actions that

happened in the past, and/or the first action was

complete before the second began.

time markers to use: by the time, by, before, when,

already (can be used to introduce the second

event).

D: Subject + had + past participle + finisher.

The girl had eaten dinner by the time her dad

got home.

N: Subject + had + not + past participle + finisher.

The girl had not eaten dinner by the time her

dad got home.

I: Had + subject + past participle + finisher?

Had the girl eaten dinner by the time her dad got

home?



• Scenarios

• Pictures

• Role playing

• Students retell stories using these sentence

formulas


• Syntax Surgery

28



negative, and interrogative sentences using future

perfect tenses.

This tense is used to show two events in the

future, with the first event occurring at a very

specific time. The first event will be complete

before the second begins.

time markers to use: by the time, by, before, when,

already, in/on (can be used to introduce the

second event)

D: Subject + will have + past participle + finisher.

Tom will have consumed all of the cake by the

time we get there.

N: Subject + will + not + have + past participle +

finisher.

Tom will not have consumed all of the cake by

the time we get there.

I: Will + subject + have + participle + finisher?

Will Tom have consumed all of the cake by the

time we get there?



• Scenarios

• Pictures

• Role playing


• Syntax Surgery


negative, and interrogative sentences using present

perfect progressive tenses.

Use this tense to illustrate an ongoing event that

was recently completed, or started in the past,

and continues into the present.

time markers to use: since, for, during, recently,

lately, as of late

D: Subject + has/have + been + verb(ing) +

finisher.

The flower has been blooming since April.

N: Subject + has/have + not + been + verb(ing) +

finisher.

The flower has not been blooming since April.

I: Has/Have + subject + been + verb(ing) +

finisher?

Has the flower been blooming since April?



• Scenarios

• Pictures

• Role playing


• Syntax Surgery

29



negative, and interrogative sentences using the passive

voice.

Use this tense to hide the actor in the sentence,

which allows us to focus on the item receiving

the action rather than the person or thing doing

the action (object from first sentence changes to

the subject in the second sentence).

‘Sam was throwing the pencil at his teacher’

changes to ‘The pencil was being thrown at the

teacher’.

D: Subject + to be verb + past participle + finisher.

(was object)

The pencil was being thrown at the teacher.

N: Subject +to be verb + not + past participle +

finisher.

(was object)

The pencil was not being thrown at the teacher.

I: To be verb + subject + past participle + finisher?

(was object)

Was the pencil being thrown at the teacher?

• Grammar Guide: pages 104-105

• Students create active sentences and change them

to passive voice

Pronouns

II-L-1(PRO):HI-4: differentiating between subjective,

objective, possessive pronouns, and their placement in

sentences.

subjective - replace the noun acting as the

subject and come before the verb

objective - pronouns that are the object of a verb

and come after the verb

possessive - pronouns that indicate grammatical

ownership

• Grammar Guide: pages 72-73, 76-77

• Give sentences to students and have them replace

the noun with a pronoun

• Give students a variety of sentences and have them

identify which type of pronoun is shown

• Role playing

Adjectives/ Adverbs

II-L-1(ADV): HI-5: using adjectival adverbs (beautiful,

beautifully).

Add “ly” to the end of an adjective to make it into

an adverb.

quick(”ly”) = quickly

• Grammar Wall

• Make a list to use in sentences

30


III-L-1(ADV): HI-5: using regular comparative and

superlative adverbs (e.g., slowly, less slowly, least slowly,

etc.).

comparative adverb - add “er” to the end of the

word or “more” to the beginning

Subject + verb + adverb(er) + than + finisher.

She writes quicker than I do.

Subject + verb + more + adverb + than + finisher.

My older sister is more daring than my younger

sister.

superlative adverb - add “est” to the end of the

word or “most” to the beginning

Subject + verb + the + adverb(est) + of all/in all +

finisher.

Jose is the tallest boy in the whole first grade.

Subject + verb + the + most + adverb + of all/in all

+ finisher.

Her painting is the most beautiful of them all.

• Hold up two pictures, have the students identify

the verbs within the pictures, and then use

comparative adverbs to compare the actions

• Hold up three or more pictures, have the students

identify the verbs within the pictures, and then

use superlative adverbs to compare the actions

• Grammar Guide: pages 124-127

Prepositions

II-L-1(PREP): HI-5: using prepositions of opposition.

opposition - opposites/antonyms

off/on, with/without, in/out

• Give students a preposition and have them identify

the opposite

• Ask students to illustrate two prepositions of

opposition

II-L-1(PREP): HI-6: differentiating among prepositions

of location, direction, and time.

location/direction - in, to, under

time - about, before, since • Give students a variety of sentences and have them

identify which type of preposition is shown

• Ask students to illustrate prepositions

• Give students a list of prepositions and have them

place the words under the correct headings

Conjunctions


Interjections


31







social studies)





their reasoning





• MIE





• MIE




studies)



Instruction







Instruction

• Noun Study

• Concept Map


• HIEP Strategies

Grammar Wall








make the compound word and draw a picture of

the compound word




contraction form: Students re-read the sentences

and change the words into the contraction form

and vice versa

32





• Morph House












• Flashcards





• Morph House










homophones and discuss their different meanings



• Provide authentic texts and have students use the

story to determine the meanings of unknown

words

• Students use knowledge of parts of speech to help

determine word meaning in context








sentences.


• START

• Phonics book



33














• 10 Important Sentences/Pictures- ELAD

• Role playing
















• Role playing



• Big Cheese


include prepositions. (math, science, social studies)


finished drawing and directs the second partner

to draw it (switch roles).

• Science experiments: SSRC





• Have class discussions using texts, newspaper


34







• START







• Poems

• Songs

• Chants

• Nursery rhymes




• Harcourt/MIE




If you were lost at the zoo, how could you ask

someone to help you?





• Role playing


If someone gives you a gift, what would you say?



probabilities, and hypothetical questions, etc.) (math,


• Create a bank of questions that students can refer

to when asking academic questions




• KWL chart



• This or That

• Role playing

• Big Cheese

• IDEAL website: https://www.ideal.azed.gov/p/

35




studies)




step-by-step


• Students state directions using a simple map of a

community

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